Lesson 1: Fluency UNIT

UNIT 1
1

Before listening
1 This is Tex
1 Lesson 1 warm-up.
2 Show poster 1. Read the title. Ask questions.
3 Show flashcards 11–15 and name new objects.
Children find on poster.
4 Show and name new objects. Class repeats.

3
Shared listening
1 Play FC track 2. Point to the pictures. Point to
the characters in the main picture when they speak.
2 Ask questions about the story.

Teacher’s Guide samples

3 Ask questions about the characters and pictures.
4 Play FC track 2 and point again.

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Dialogue practice 1 This is Tex

1 Name objects. Children point in books. Miss Plum opened the classroom
door and the children went inside.
Point on poster for children to check. There was a strange machine in
the classroom. What was it?

2 Show flashcards 11–15. Children name objects.

3 Children close books. Play FC track 3 and
show character flashcards 1–5. Class repeats lines in
pauses. This is Tex.
It’s my time

4 Groups say lines by character. explorer machine.

We’re not having an

5 Individuals act dialogue. English lesson today.
We’re going on a trip
through time.
6 Play FC track 2 again. Children follow text.
Outside the time machine looked
very small. Inside it was very big!
Fantastic! Look! There’s a message on the screen.
Welcome to Tex!
Wow! What does it say?

It’s huge! It says: ‘Help! Help!’

Please get in!

After listening Look at all these lights!

Look at all these buttons and dials!
‘I am Princess Starlight from planet Smilo.’
‘Please, please, help me!’

Look at the handle and the switches! Come on, children. Take your seats!
1 Children suggest reasons for Princess They are the controls.
We’re going to planet Smilo!
5–4–3–2–1…
Now?
Starlight’s message. It’s very small.
Don’t touch them!
Now.
How can we all What’s this, Miss Plum? Here we go!
Wow!
2 Children write their suggestions. get inside? This is the computer.

8 It was … She opened ... It looked ... 9

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 Lesson aim Fluency Key language (words) button, dial, Lesson 1 time division:
handle, machine, screen, switch
Lesson targets Children:
(structures) It was …, They were …, He Warm
• listen for pronunciation and jumped. She looked. They walked. up
After
intonation listening
Before
listening
Language for understanding strange,
• repeat dialogue accurately
explorer, trip (n.), controls
• act out dialogue with expression Shared
Materials Poster 1, Fluency Book listening

3
• discuss and write reasons for
pp8–9, FC tracks 2–3, character Dialogue
Princess Starlight’s message. practice
flashcards 1–5, object flashcards 11–15
Preparation Listen to the cassette/CD
before the lesson.

Teacher’s Guide samples

Before listening 3 Ask Why mustn’t the children touch the Why does she need help? (e.g. She lost
controls? something. Something or somebody is
1 Warm-up: Sing a favourite song in missing. There is something bad on
Is it big or small inside Tex?
English that the children all know. planet Smilo.)
How many seats are there in Tex?
2 Ask Who can you see in the pictures? Who is the small seat for? Is there a bad person in the story? Who do
What is Miss Plum pointing to? you think it is? Children may suggest the
What do you think it is? Dialogue practice Gloomdrop character from p4, or they
Is it big or small? may suggest, e.g. a monster, a giant.
Are the children going inside? For a detailed explanation of dialogue These ideas and similar suggestions are
What is it like inside? What can you see? practice, see Introduction, p8. acceptable.
Did the person do something bad? What?
Shared listening After listening
2 Write on the board: Princess Starlight
2 Ask What is Tex? 1 Ask children the questions below. Note
needs help because …
Who does Tex belong to? different suggestions on the board.
Accept any sensible ideas. Help children In pairs or groups children work out and
What does Tex do?
with any irregular past tenses they may write two or three sentences to explain
What is on the screen?
need. why she sent the message. Make sure
Who sent it?
pairs or groups understand that their
What does she say? Ask Why did Princess Starlight send the ideas can be different to other groups’
Where are the children going now? message? ideas.

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UNIT
UNIT 1
1 Lesson
Lesson 1:
1: Fluency
Fluency
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Lesson 2: Reading UNIT
UNIT 1
1

Before reading Shared reading

1 Lesson 2 warm-up. 1 Play LC A track 4. Children follow text in book.
2 Children open books (LB pp10–11). Ask questions. 2 Read sections of the text. Explain buzz, whirr, click. Ask questions.
3 Teach new key verbs and prepositions. 3 Read whole text to the class or play LC A track 4 again.

1
Professor Inkspot’s telescope

3
Bang!
Billy woke up with a start. He looked at the clock. It was half past
six. BANG! Billy jumped out of bed and ran to the window. Next door
he could see Professor Inkspot’s shed. There was a small cloud of blue
smoke above the shed. Billy saw a green flashing light. Fizzzz! Pop!
Bang! The light changed to red. Billy got dressed quickly and ran round
to Professor Inkspot’s shed.
‘Are you there, Professor?’ he shouted. A strange whirring sound
began. A bell rang and an orange light turned to green.
‘It works!’ a voice exclaimed.

Teacher’s Guide samples

‘Professor,’ Billy called, ‘is that you?’
‘Of course it’s me!’ said the voice. ‘Come in, Billy, come in!’
Billy stepped slowly forwards and went inside.

Professor Inkspot pulled the handle downwards. A red light came on. He
turned a dial. It clicked noisily. Then there was a loud buzzing sound. Billy
jumped backwards.
Professor Inkspot stood next to a strange machine. On the front were ‘Don’t worry!’ shouted the professor. ‘Look at the screen.’
four large dials with numbers. Below the dials were several bright red Billy saw small people in spacesuits. There were trees but they were blue and
buttons. In the middle was a square screen. Beside the screen was a handle. yellow. The sky was bright pink. It was another planet!
Under the screen was a row of switches.
The professor pointed to a tree. ‘Watch this!’ he said. He pushed a button.
‘What is it?’ Billy asked. Suddenly the tree filled the screen. Billy saw a very strange silver bird in it.
‘It’s an inter-active space telescope,’ replied the professor. ‘It shows you ‘Let’s look at the people,’ said the professor. ‘Press that switch.’ Billy pressed.
what is happening in space! Do you want to see it work?’ At once the people on the screen were big.
‘Yes, please,’ said Billy. Billy gasped. ‘I know those people,’ he said.
‘Look here,’ said the professor, ‘you turn this … and press these … and ‘What?’ said the professor, in surprise.
pull those upwards … .’ For several minutes the professor was busy. His ‘Yes,’ said Billy, ‘Those are the people in my favourite TV programme,
hands moved quickly over the machine. Billy waited quietly and watched. Adventures in space. This isn’t an inter-active telescope, professor. It’s an inter-
At last the professor turned round. ‘It’s ready!’ he said. active TV!’

10 Parents: see extra material on page 166 11

Reading practice After reading

1 Give reading practice. Use some or all of the following: Children draw and write what another planet might look like.
Children read again • as a class • in groups • individually.
2 Class listens again to LC A track 4 and follows in LB.
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 Lesson aim Reading Key language (words) press, pull, push,
turn; backwards, downwards, forwards, Lesson 2 time division:
Lesson targets Children:
upwards; buzz, click, whirr
• follow a text read out to them (structures) He looked at the clock. Warm
After up
• listen for pronunciation and It was half past six. reading

intonation Before
Language for understanding next door, reading
• read the text aloud with accurate Reading
shed, row (n.), spacesuit, inter-active, practice
pronunciation and intonation
silver; with a start, in surprise

3
• learn and understand new
Materials Language Book pp10–11, LC Shared reading
vocabulary items
A track 4, flashcards 11–12, 14–15
• understand the sense of the text
as a whole Preparation Listen to the cassette/CD
before the lesson.
• answer simple comprehension
questions.

Teacher’s Guide samples

Before reading Shared reading After reading
1 Warm-up: Play Guess the person (see 2 Explain with a start: suddenly; in Children think what a different planet
Games List, p244). Make statements surprise: feeling surprised. might look like, e.g. what the land looks
about people on LB pp6–7, e.g. He is Ask (section 1) When did Billy wake up? like, what colours things are, what
carrying drinks. She is running. Children What sounds did Billy hear? Bang, fizz, animals and plants there are, what the
guess, e.g. It’s Jim. It’s Miss Hill. pop, whirring sound, a bell ringing. people (if any) look like, wear, etc.
2 Ask Who is in the story? What different colour lights did he see? They draw a view of the planet and
What is the machine like? Who did Billy see in the shed? write a short paragraph about it. This
What do you think it is for? (section 2) What did the machine look could be a homework task.
Do you think it works? Why? or Why not? like? It had (four large) dials, red
buttons, a square screen in the middle,
3 Use flashcards 11–12, 14–15 to revise
a handle and a row of switches.
button, handle, switch, dial. What was Professor Inkspot’s machine?
Use the classroom door to teach turn An inter-active space telescope.
(the handle); push, pull (the door); use (section 3) Why did Billy jump
the light switch to teach press. backwards?
Step forwards and backwards and say What was the planet on the screen like?
the words to teach these directions. It had blue and yellow trees and a
Look up/down and say I am looking pink sky.
upwards/downwards to teach these What was Billy’s favourite TV programme?
directions.

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UNIT
UNIT 1
1 Lesson
Lesson 2:
2: Reading
Reading
Lesson 3: Comprehension and sentence building UNIT
UNIT 1
1
SESSION 1
Reading and understanding
Reading and understanding Unit 1
1 Session 1 warm-up. 1 Complete the sentences.
Reading and understanding
2 Re-read Professor Inkspot’s telescope (LB pp10–11). 1
2
Billy woke up at half past
He woke up because he heard a loud
.
.
3 Billy went inside Professor Inkspot’s .
3 Activity 1 (LB p12): Children complete the 4 Professor Inkspots machine shows what is happening in .
Read pages 10–11 again. Number the sentences in order.
5 When Professor Inkspot pulled the , a red light came on.
sentences. Do the activity orally first. 6 Billy saw a bird in the tree.
7 The people on the were from a TV programme.
4 Activity 2: Write up sentences. Children circle the
2 Circle the best word to complete each sentence.
correct word.
1 Professor Inkspot works in a shop shed ship.

3
5 Activity 3: Children look at the pictures and write. 2
3
Billy saw a cloud of smells smiles smoke.
He heard saw smelled flashing lights.
Check answers. 4 He heard saw found a strange whirring sound.
5 There was a square scream green screen in the

6 Play Get active!

middle of the machine.

3 Which way is Billy jumping? Write the directions.

7 Practice Book p4. Prepare children by checking they forwards downwards upwards backwards
understand the task. a Billy jumped out of bed.
b Billy went into the shed.
c Billy woke up at half past six. 1
d Professor Inkspot said, ‘It’s an inter-active space telescope.’
SESSION 2

Teacher’s Guide samples

Working with words 1 2 3 4
e Billy saw a cloud of blue smoke above Professor
Inkspot’s shed.
f Billy ran round to Professor Inkspot’s shed.
1 Session 2 warm-up. 1 g Billy looked out of his bedroom window.
h Billy saw Professor Inkspot next to a strange machine.
2 Activity 1 (LB p13): Individuals read then class
12 Comprehension focus Consolidation of new language in Professor Inkspot’s telescope 4
reads the words and phrases. Practise the adverbs
with the class.
3 Individuals read definitions to the class. Children Unit 1
write the adverbs. Check answers. 1 Sentence building
Working with words
4 Activity 2: Class reads the verbs aloud. Show 1 Write the adverbs. quickly slowly noisily quietly
My name is Billy.
flashcards 11–12, 14–15. Children give the correct 1 : making a lot of sound 2 : at a fast speed
name and verb. 3 : making very little noise 4 : not quickly
When we write what a person says, we put it in speech marks.
The speech marks go in front of and after what the person says.
2 Write the verb. Write the noun. turn pull push press
‘My name is Billy,’ the boy said. This is a sentence.
It ends with a full stop.
Sentence building speech mark comma speech mark

1 Fill in the missing punctuation marks.

1 Go through the information in the box (LB p13). 1 2 3 4 1 I like reading Emma said

2 Activity 1: Write sentences on the board. Children Sentence building Remember! When
2 Look at my book Ben said
3 I can run fast Anna said
come forward and put in punctuation. Check with we write what a
person says, we put 4 It’s time for dinner Dan said
the class. This is my space
telescope.
it in speech marks.

2 Write a sentence about what Tom and his mother said.

3 Practice Book p5. Prepare children by checking they This is a sentence. 1 I am watching TV. ________________________________
understand the tasks. ‘This is my space telescope,’ the Professor said. ________________________________
We must put a comma here. We end it with a full stop.
You can watch
2 TV for an hour. ________________________________
1 Discuss what punctuation marks are missing. Put them in.

Extension activities
________________________________
1 My name is Professor Inkspot the man said.
2 I went to see the Professor Billy said.
3 I am in the shed Professor Inkspot said. Thanks.
3 ________________________________
1 Children write adverbs from adjectives. 4
5
Your machine looks good Billy said.
Don’t touch it the professor said ________________________________

2 Play the Adverb game. Language focus abverbs, verbs; speech marks 13 5
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 Lesson aim Comprehension, Key language words and structures from Lesson 3 time division:
vocabulary and sentence building Lessons 1 and 2
Lesson targets Children: Materials Session 1: Language Book
Session 1 Session 2
• complete sentences p12, Practice Book p4
Practice Warm Practice Warm
• choose the correct words to Session 2: Language Book p13, Practice book up book up

complete sentences Book p5, flashcards 11–12, 14–15 Extension

Working
• match direction words to pictures Preparation Write on cards: quickly, Get with words

3
active! Reading and
• practise directions in an active game slowly, noisily, quietly, happily, sadly, understanding Sentence
building
• write adverbs from definitions; write carefully; sit down, turn around, open the
nouns and match with given verbs door, walk, look in your bag, write on the
board, clean the board.
• practise punctuation of direct speech.

Teacher’s Guide samples

Reading and understanding Give the instructions to the class and do Sentence building
the action yourself the first time you
1 Session 1 warm-up: Play I spy … (p244) play this. Explain that you are looking to 1 Ask a child to read Professor Inkspot’s
with FB pp8–9. see who is the last one to do the action. bubble. Class repeats. Do the same with
Next time you play, the last one to do the sentence below. Write it on the board.
3 Ask a child to read the first sentence
something is out of the game. Read out the other sentences and Mobi’s
beginning. Elicit the missing word. Let
children look back to the text to find the bubble. Point out the punctuation in the
answer if necessary. Continue with the Working with words sentence on the board.
other sentences. Children write 1 Session 2 warm-up: Play Guess the 2 If you wish, ask the first child to put in
complete sentences in their copy books. object with LB pp6–7. Make statements, just the speech marks, another to put in
4 Write the first sentence on the board e.g. It has two wheels. You can ride it. the comma and a third to put in the full
with the three alternative words. Class Children guess, e.g. It’s a bicycle. stop. Each time, ask the class if it correct.
reads. Ask a child to circle the correct 2 Tell the class they must do what you say When children are confident with the
answer on the board. Check with the in the way that you tell them, e.g. Stand punctuation, let one child do a whole
class. Children circle in their books. up slowly. Sit down quickly. Close your sentence. Check with the class again.
books noisily. Open your books quietly.
6 Get active! Extension activities
4 Show e.g. handle flashcard. Ask What is
If possible, play this out of doors or in a this? Elicit It’s a handle. Ask What do 2 Adverb game
large indoor space so that children can you do with it? Elicit Pull it. Show a child an instruction and an adverb
move. If playing in restricted space, use
Continue with the other objects. card, e.g. Look in your bag/noisily. The
Point and Look only.
child does the action according to the
Give children instructions, e.g. Show the objects again and elicit
adverb. Class guesses the adverb. Repeat
Step/Look/Point forwards/backwards. phrases: pull the handle, turn the dial,
with other children and other instructions.
Look/Point upwards/downwards/to the push the button, press the switch.
left/to the right.
Turn around to the right/to the left. 21
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UNIT
UNIT 1
1 Lesson
Lesson 3:
3: Comprehension
Comprehension and
© building
and sentence
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Lesson 4: Grammar and listening UNIT
UNIT 1
1

Grammar
Do you remember Professor
Inkspot’s strange machine?

Grammar
1 Lesson 4 warm-up.
2 Read Mobi’s speech bubble (LB p14). Children look Below the dials were several buttons.
Beside the screen was a handle.
at the picture. Individuals read sentences. If you Professor Inkspot pushed the buttons.
wish, re-read Professor Inkspot’s telescope (LB Then he pulled the handle.

pp10–11) before children do the activities.

3 Activity 1 (LB p14): Children read the sentences. 1 Read and circle true (T) or false (F).

They mark them as true or false. Children can look 1 Billy jumped out of bed at half past seven. T F

3
2 There was a machine in Professor Inkspot’s garden. T F
back to pp10–11 to check answers. 3 Billy stepped inside the shed. T F
4 There were bright green buttons on the machine. T F
4 Activity 2: Children say what is wrong, then give the 5 Billy watched the professor. T F
correct sentence. They write both sentences in their
2 Correct the false sentences. Say. Then write.
copy books. Grammar
3 Fill the gaps with verbs from the box. Use the past tense.
5 Activity 3: Children write verbs in the past tense. ask gasp turn wait 1 Complete the sentences with was or were.
Check answers. look move press point
1 Professor Inkspot ____________ in his shed.

6 Practice Book p6. Prepare children by checking they Billy waited quietly. The professor’s hands
over the buttons and dials. At last he round and
2 There ____________ a strange machine in the shed.
3 There ____________ flashing lights on his machine.

Teacher’s Guide samples

understand the tasks. to the machine. ‘Can you see that switch?’ he
4 ‘I ____________ very surprised,’ said Billy.
. ‘Press it, please.’ Billy the switch.
He at the screen. 5 ‘You ____________ very helpful,’ said the professor.
‘Oh!’ he in surprise. ‘I know those people!’
2 Choose a verb and put it in the past tense.

14 Grammar focus past simple affirmative of to be and regular verbs pull watch ask press start

Billy ____________ the professor a question. Professor Inkspot

Listening What a fantastic 1

____________ the buttons. Then he ____________ a handle. Lights
____________ to flash. They ____________ the people on the screen.
machine!
Listening
1 Activity 1 (LB p15): Read Nina’s bubble. Children 3 Complete the sentences. Use a verb in the past tense.
1 What did Professor Inkspot see on his screen?
look at the pictures. Ask what they can see in each Listen and write the numbers. 1 Tom and Ben ____________ to school.
picture and what the people are doing.
2 Lucy ____________ her friend.
2 Play LC A track 5. Children listen and look.
3 Paddy ____________ to the plane.
Play it again. Children write the numbers.
Check answers with the class. 4 The horse ____________ over the wall.

3 Activity 2: Play LC A track 6 twice. The first A B C

time children listen and follow. The second time 6

they join in.

After listening D E

2 Listen and chant.

Teach the chant.
Blast Off!
Smoke billows
Flames spurt
Engines roar
Ears hurt
10 9 8 7 6 5 4 3 2 1 ZERO. LIFT OFF!
Ground shakes
Crowd cheers
Rocket climbs
And disappears.
Veronica Clark
Listening focus identifying descriptions 15

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 Lesson aim Grammar and listening Words for understanding billows Lesson 4 time division:
(= forms rounded shape); spurt (= come
Lesson targets Children:
out suddenly)
• practise affirmative and negative Practice Warm
book up
regular past tenses and was/were Materials Language Book pp14–15,
Practice Book p6, LC A tracks 5–6
• describe scenes After
listening
• listen for gist Preparation Listen to the cassette/CD Grammar
before the lesson.

3
• say and learn a short chant.
Listening
Key language words and structures
from Lessons 1 and 2

Teacher’s Guide samples

Grammar Write the first sentence on the board. After listening
Check with the class. Continue with the
1 Warm-up: Play Name something other sentences. Class reads the whole Write the chant on the board. Class
beginning with … in teams. Children text. Rub off before children write in reads.
look at LB pp6–7. Say Name something their books. Rub off the numbers. Class reads chant
beginning with (e.g.) t. The first team to and says the numbers.
name, e.g. Tree, wins a point. Listening Rub off the first word in alternate lines.
4 Go through each sentence: Ask Did Billy Tapescript Class says the chant and supplies the
jump out of bed at half past seven? Elicit: 1 I saw a big crowd of people. Suddenly the crowd missing word.
shouted ‘Goal!’ All the people immediately jumped
Billy did not jump out of bed at half up in the air and started to cheer. It was very Rub off the other first words.
past seven. He jumped out of bed at exciting.
half past six. 2 It was a sunny day and the sky was blue. Suddenly I Class says the chant and supplies the
saw some dark grey clouds and it started to rain. missing words.
Can you guess what I saw next? That’s right! A
5 Individuals read the verbs in the box. rainbow! Rub off alternate final words. Class says
Class repeats. 3 A strange machine landed in the park. The door
the chant and supplies the missing
opened and out jumped two little men in silver
Read the text to the class, making a spacesuits. Was it real or was it a television words. Rub off the other words. Class
short sound to show the gaps. Go programme? I don’t know. should be able to say the whole poem
4 There was a big box on a table. A little girl opened
through each sentence. Elicit the box. Inside there was a big teddy bear. The little
from memory.
suggestions for the correct verb. girl smiled. She was very happy.
Remind the class that each verb can 5 I saw a strange machine. It had a big screen. There
were buttons and switches and dials, too. Suddenly
only be used once. lights flashed and letters started to appear on the
screen. I watched carefully. H … E … L … P! Help!

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UNIT
UNIT 1
1 Lesson
Lesson 4:
4: Grammar
Grammar and
and listening
listening
Lesson 5: Spelling UNIT
UNIT 1
1
Spelling box
Spelling
1 Lesson 5 warm-up.
In some words the oo makes a
2 Children look at the box (LB p16). Play LC A short sound.

track 7. Pause the track after clock. Explain that He looked at the clock.

there are other words with this spelling pattern and

1 Listen and read.
sound.
The cook took a look at the book.

Write the words in the sentence which

Activity 1
make the same sound as cook.

1 Continue LC A track 7. Children listen. 2 Say the sounds. Make the words.

3
2 Write the example sentence on the board. Children R
read. Individuals circle the words on the board (took,
look, book). Check with the class. Children write in f V oo V t h V oo V d w V oo V d
their books.
3 Write.
1 2

Activity 2

Teacher’s Guide samples

I like this . My hurts!

Sound out the words with the children using a 4 Tick � the words you can read.
suitable method for your class. cook look book foot hood wood

16 Spelling focus words with oo sound

Activity 3 Unit 1

Children write the correct words to complete the Spelling

sentences. Remember! The oo in some words makes a short sound.

1 Sort the letters. Write the words.

1 2
Activity 4
k o c o d o o h
Write up the six words. Point in random order. –– –– –– –– –– –– –– ––
Class or individuals read. 3 4

Children read in pairs. Listen to pairs.

o f o t o o w d
When you are satisfied that children can read the __ __ __ __ __ __ __ __
words, they may tick them.
2 Write the rhyming words.

Practice Book cook hood look wood

1 Cook rhymes with ____________ .

Practice Book p7. Prepare children by checking
2 Hood rhymes with ____________ .
they understand the tasks.
3 Use these oo words in sentences of your own.
1 wood ______________________________________________________
Spelling extension 2 look ______________________________________________________
3 book ______________________________________________________
Children make up other sentences using the 4 foot ______________________________________________________
target words. 7

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 Lesson aim Spelling oo words Materials Language Book p16, Practice Lesson 5 time division:
Book p7, LC A track 7, cards for sounds
Lesson targets Children:
• read, pronounce and spell target words Preparation Make large cards for the Warm
up
with oo sounds/phonemes for foot, hood, wood. Spelling
extension

• recognise and say the individual sounds

that make up the target words Practice

3
book
• understand the meaning of target words Activities
• write the words from picture prompts.
Target words book, cook, foot, hood,
look, wood

Teacher’s Guide samples

Spelling box Activity 3 Class spelling project
1 Warm-up: Children say the chant from Ask a child to read the sentence, Begin a collection of sentences the children
Lesson 4, LB p15. If children cannot completing it with the correct word. make up using target words.
remember it, let them say it once with Check for correct pronunciation of the This could be a class spelling book, a frieze
the book, then say it from memory with short oo sound. Class writes. Class or poster.
books closed. reads the sentence.
Alternatively, children keep an individual
Divide the class into groups. Each group Continue with the other sentence. spelling book or spelling pages in another
takes a turn to say the chant. book. Children can write their own group’s
Encourage them to pronounce words Spelling extension sentence, or all sentences from all groups.
clearly and with good expression. As more sentences are added during the
In pairs or small groups, children make
up their own sentences using as many year, the pages or poster, etc. can be used
Activity 2 target words as they can. The sentence for revision and for spelling and reading
need not be realistic, e.g. The cook and practice.
For procedures for sounding the his book are in the wood, but they By the end of the year, all children will
phonemes and making each word, see should be able to draw a picture of have correctly written target words for
details in the Introduction, p10. whatever the sentence says, e.g. a cook every spelling pattern, contextualised in
with a book in a wood. their individual sentences.
This activity (making up sentences using
target words) appears at the end of
every Spelling lesson. See the
suggestions in the next column for
making this into a year-long project.

25
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© Macmillan Publishers Limited 2010 © Macmillan Publishers Limited 2010
UNIT
UNIT 1
1 Lesson
Lesson 5:
5: Spelling
Spelling
Lesson
Lesson 6:
6: Writing
Writing UNIT
UNIT 1
1

Before writing Let’s write 1

Class writing a story.

1 Lesson 6 warm-up. 1 Look at the pictures. Answer the questions. Write the story.

2 Children look at the pictures (LB p17). Beginning

1 2

3 Explain that the story is in three parts.

4 Ask who the story is about. Ask what else is in the What did Billy see?
What was it like?
What did Billy do?

story. A box. Ask What does the box look like? What is
Middle
on it?

3
3 4 5

What happened? What did Professor What did Billy

Shared writing
Who was in the box? Inkspot do? do then?

6 7 8

1 Ask the questions (LB p17). Elicit answers.

Write sentences on the board. What happened?
Was Professor
Where did Billy look?
Was Professor
What did Billy do?

Inkspot inside? Inkspot there?

Class reads each one as

Teacher’s Guide samples

End
it is written. 9 10 11

2 Ask questions as necessary to guide the class

towards the example story. What did Billy What happened? Who or what was
do next? in the box?
Help the class decide on an ending.
3 Class reads complete story. Rub off, or leave a Writing focus a story with a clear beginning, middle and end 17

framework, before children write.

Unit 1
Writing Write the story.
Beginning (picture 1 and picture 2). Think about:
What time did Billy wake up? Where was Professor Inkspot?
Professor Inkspot in trouble! What was coming out of the shed?
Look at the pictures.

1 2 ____________________________________________________________
____________________________________________________________

Practice Book ____________________________________________________________

____________________________________________________________

1 (PB p8) Give children a minute or two to look at the 3

Middle (picture 3 and picture 4). Think about:
pictures. Ask questions about each picture, using the My machine is on fire! Where did Billy go? What did Billy say?
4 What can we do?
questions on p9. Note short answers on the board. What did Professor Inkspot say to Billy?
What’s happening
2 (PB p9) Children write full sentences to make a Professor?
I know!
____________________________________________________________
____________________________________________________________
complete story. They may use the notes on the
____________________________________________________________
board to help them. 5 6
____________________________________________________________

End (picture 5, picture 6 and picture 7). Think about:

What did Billy put in the bucket? What did Billy do?
What happened?
7
Words to help you ____________________________________________________________
After writing garden shed fire ____________________________________________________________
My machine! bucket water ____________________________________________________________
Children read their stories to the class. ____________________________________________________________

8 9

26
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This page has been Publishers
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© Macmillan Publishers Limited 2010
 Lesson aim Writing: text type – story Key language vocabulary from Lessons Lesson 6 time division:
1 and 2; past tense verbs
Lesson targets Children:
• answer simple questions to create a Materials Language Book p17, Practice After Warm
Writing up
story with a beginning, middle and Book pp8 and 9
end
Before writing
Practice book
• make up an ending
• practise writing a story with a

3
beginning, middle and end. Shared writing

Before writing The ending is a suggestion only. Ask the If you wish to support children in this
class for their ideas. If you wish, write writing activity, follow the procedure for

Teacher’s Guide samples

1 Warm-up: Play Guess the person using LB up several different endings. Children Shared writing. Help the class to
pp8–9 and past tenses. Make statements can choose which one they want to use compose the story and write it on the
using past tenses, e.g. He waved to a in their own stories. board. For the third question, picture 2,
friend. He was on a bus. Children guess It tell the class to look at the picture. Ask
Example writing
was Andy. Did Professor Inkspot see smoke? No. Did
Billy saw a box. It was blue and red. he hear strange sounds? Yes. What
3 Explain A good story has a beginning, There were yellow buttons and green sounds do you think came out of the
middle and end. The beginning tells you dials on the box. There was a big shed? Elicit, e.g. Bang! Fizz!
what the story is about. In the middle lots orange handle. Billy pushed a button.
of things happen. The ending finishes what If you wish, ask children to punctuate
The box opened. Professor Inkspot was the direct speech. Class reads the story
happens.
inside (the box). Professor Inkspot before they write their own.
Point out that in this story, pictures 1 closed the box. Billy pulled the handle
and 2 are the beginning. Pictures 3–8 are downwards. The box opened. Billy If you have an able class, let them write
the middle, and 9–11 are the end. looked in the box. Professor Inkspot their own stories straight away. Go
was not inside. Billy looked behind the around helping and checking on
Ask what they notice about the last
box. Professor Inkspot was not there. punctuation of direct speech. If there is
picture. Explain they can write the ending
Billy closed the box. time, let children read finished stories to
for the story.
the class.
Next, Billy pushed the red button. The
Shared writing box opened. Professor Inkspot jumped
2 An example story is given below. This is
up. Billy was very surprised. He was After writing
very happy, too.
to assist teachers in asking additional Encourage children to read their stories
questions to help the class compose an Practice Book with good expression. Ask children with
interesting story. Children may suggest different endings to read.
2 Check that children understand which
details in a different order. They may
pictures are the beginning of the story,
suggest extra sentences. Accept anything
which are the middle, and which are the
that fits the story and makes sense. 27
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end.

© Macmillan Publishers Limited

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has been downloaded from www.macmillanenglish.com/younglearners
UNIT
UNIT 1
1 Lesson
Lesson 6:
6: Writing
Writing © Macmillan Publishers Limited 2010